Empowering teachers to excel professionally so that all students can realize their full potential

A-1 Class Profile

DIRECTIONS: Completing the Class Profile will help you learn about your context for teaching. Consult with your
support provider, your administrators, and colleagues to gather information about your class, school, district, and
community. You may revisit the Class Profile at any time during the year, entering or uploading new information, as
you learn more about your teaching context. Use students’ first names to protect confidentiality. If your district or
school provides any of this information in another format, make a copy and upload the information.
Most Recent
CAASPP (SBAC) Comments
Test Please review cum folders
English Special Needs Results and indicate factors (e.g.,
First Name Date of (or appropriate custody/family issues,
Learner Check if applicable and retentions, behavioral/
of Student Birth indicate the identifiers (see alternate test)
Check if Illuminate file may be social issues,
footer below) that qualify interventions) that may
applicable uploaded instead
the student for this category. impact the planning and
Subject: ELA and delivery of instruction
Math and/or student learning.
Uploaded
On On separate form
First year at Woods
Shreya Separate
Form
On On separate form
Kylie Separate
Form
On On separate form Marked as “English
Johnny Separate X RSP Learner” on Kinder
Form registration
On On separate form
Kayda Separate Parents are separated
Form
On On separate form
Dallin Separate X RSP, S/L Retained 1st Grade
Form
On On separate form
Transferred from Utah
Hallie Separate
last year
Form
On On separate form
Parents are separated
Aydan Separate
Form
On On separate form
Gianna Separate
Form
On On separate form
Daniela Separate
Form
On On separate form
Previously tested for
Matthew Separate
speech
Form
On separate form Currently being tested
On for speech
Dylan F. Separate X SST Transferred to Woods
Form last year mid-year
Parents are separated
Modified from the FACT Documents by Clovis Unified School District
Copyright  Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT)—June, 2015

Context for Teaching – A-1 Class Profile

 On On separate form
Tested for speech last
Titus Separate
year
Form
On On separate form
Transferred to Woods
Mitchell Separate
last year
Form
On On separate form
Cantonese spoken at
Michelle Separate X
home
Form
On On separate form
Brianna Separate
Form
On On separate form
Cole Separate
Form
On On separate form
Luke Separate
Form

A-1 Class Profile (continued)

Most Recent Comments
SBAC Test Please review cum folders
Special Needs Results and indicate factors (e.g.,
First Name English (or appropriate custody/family issues,
Date of Check if applicable and
of Student Learner indicate the identifiers (see alternate test) retentions, behavioral/
Birth
Check if footer below) that qualify Illuminate file may be social issues,
applicable the student for this uploaded instead interventions) that may
category Subject: impact the planning and
delivery of instruction
and/or student learning.
On On separate form
Brooklyn Separate
Form
On On separate form
Ryan Separate
Form
On On separate form
Previously tested for
Zachary Separate
speech
Form
On On separate form
Jett Separate Parents are separated
Form
On On separate form
Jillian Separate Severe peanut allergy
Form
On On separate form
Enrick Separate
Form
On On separate form
Kaitlyn Separate
Form
On On separate form Transferred to Woods
Isabella
Separate last year
Modified from the FACT Documents by Clovis Unified School District
Copyright  Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT)—June, 2015

Context for Teaching – A-1 Class Profile

 Form

On On separate form
Jemma Separate Severe headaches
Form
On On separate form
Benjamin Separate
Form
On On separate form
Kalli Separate Parents are separated
Form
On separate form Dual Citizen in
On Germany – attends
Dylan S. Separate school there in
Form summer and over
breaks
On On separate form
Completed speech last
Kono Separate
year
Form
On On separate form
Kaeley Separate
Form
On On separate form
Jacob Separate
Form
On On separate form
Dakota Separate
Form
* Possible Identifiers: 504 Plan - Legal in-class accommodations; FY – Foster Youth; GATE - Gifted & Talented Education; H – Homeless;
HR – High Risk; MED- Medical Condition; MI. Ed. - Migrant Education; Ret - Retained; RSP - Resource Specialist Program;
S/L - Speech & Language; SP - Special Education w/IEP; SST – Student Study Team interventions

Students with Medical Conditions:

Emergency Support
First Name Condition
Contact (Resources, Assistive Technologies)
Johnny Crystal Avila Asthma Nurse
Dallin Jenise Brewster Metabolic Condition Nurse
Jillian Jennifer Leslie Severe Peanut Allergy and Asthma Nurse, Epi Pen, and inhaler
Enrick Grace Manansala Asthma Nurse
Jemma Justyn Nelson Neurologic Condition – Migraines Nurse, medication on campus
Dylan Denise Schoenbrod Asthma Nurse
Dakota Andrea Watterson Milk allergy Nurse

Students with IEP:

Next IEP Classroom Accommodations/Modifications
First Name Meeting & Case Manager Counselor
(Secondary Only)
Date Behavioral Support Strategies
Restate directions
Give visual supports
Dallin 10/19/15 Stephanie Poitras
Prompt to stay on task
Cue for attention before giving directions
Modified from the FACT Documents by Clovis Unified School District
Copyright  Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT)—June, 2015

Context for Teaching – A-1 Class Profile

 Break down directions into small steps
Increase time for verbal and written responses
Keyboarding when appropriate
State testing in separate setting with additional
support
In class, tests and completes independent work
in small group when necessary.
Johnny 6/4/16 Receives testing support in RSP classroom Stephanie Poitras
Allow short breaks
Positive feedback and reinforcement (sticker
chart)
Preferential seating

Students with 504 Plans:

First Name Classroom Accommodations &/or Behavioral Support Strategies
None None

Students with Previous SST Interventions (within the last two years):
SST Date to
First Name Interventions to Implement
Reconvene
Will meet after
Kayda parent SST last year. We will reassess at the end of this quarter.
conferences
Reduced homework, sitting in front of class, reading buddy for AR, testing by
Dylan F. 10/1 Speech specialist on site, receiving speech support from a licensed Speech
Pathologist.

Students who are Advanced Learners and/or Gifted and Talented:

Name Academic Strengths Social Strengths
He has As in all subject areas and typically Strong leadership skills. He is a great choice
Luke
has the highest scores in the class. when I need a student to assist students in need.
Very calm, polite, and soft spoken. She has not
Hallie She has As in all subject areas.
had conflict with other students all year.

Students who are English Learners:

Student’s Languages English Language Proficiency Levels2 Years

Migrant Re-
Name Primary spoken in of ELD
Program Designated
Language1 the Home1 Listening Speaking Reading Writing Composite
Score
Instruction
Cantonese
Michelle Cantonese 3 3 2 3 3 3 No No
and English
1
Found on the Home Language Survey in Cum Folder
2
Based on the California English Language Development Test (CELDT)

For second year or early completion option participating teachers only

Alternative Access to English Learners
I am a second year or early completion option PT who:
• did not complete the EL credential requirements last year, and
• does not currently have an English learner enrolled in my class.

I have two options available to me to meet the requirements to earn my clear credential:
Modified from the FACT Documents by Clovis Unified School District
Copyright  Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT)—June, 2015

Context for Teaching – A-1 Class Profile

 OPTION 1: Teach a series of three or more lessons to an English learner from another classroom.
I have received permission to work with this child from all parties involved including my administrator and
the child’s teacher.
My support provider will observe at least one of the lessons to verify that I am meeting the requirements of
Induction Program Standard 6.
OPTION 2: Teach a series of three or more lessons to an English learner during summer school.
I have received permission to work with this child from all parties involved including the summer school
administrator (see signature below), classroom teacher (if necessary), and the child’s parents.
A support provider will observe at least one of the lessons to verify that I am meeting the requirements of
Induction Program Standard 6.
____________________________________________________ ____________________
(Participating Teacher Signature) (Date)

For Option #2 only: As a summer school site administrator I will help facilitate the participating teacher’s access to an
English learner. I verify that he/she has my permission to complete Option 2.

____________________________________________________ ____________________
(Summer School Administrator Signature) (Date)

Modified from the FACT Documents by Clovis Unified School District

Copyright  Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT)—June, 2015

Context for Teaching – A-1 Class Profile